Design Topic: Native American Boarding Schools Subject: Social Studies Grade 5 Designer Pamela J.

Manzano

STAGE 1 – DESIRED RESULTS

Unit Title: Native American Boarding Schools

Established Goals:
5.3 Students describe the cooperation and conflict that existed among the American Indians and between the
Indian nations and the new settlers
4. Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including
the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

Understandings: Essential Questions:

• Students will understand that our country has adopted
different sentiments about assimilation versus
integration throughout its history.
• Students will understand that this country’s history
has witnessed many injustices and wrongdoings
towards people with less resources or power.
• How did Native Americans interact with the various
waves of settlers?
• How did the conflicts between Native Americans and
settlers affect Native American culture?

Knowledge: Skills:

Students will know that: Students will be able:

• the initial relationship between settlers and Native • analyze this period of time and compare them with
Americans were not all negative events occurring in the present day.
• upon the arrival of new settlers, Native Americans • think about the various perspectives involved during
were constantly moved from their territories without full this period of time.
consent. • apply learned knowledge to create original work.
• Native American boarding schools were created to
erase Native American culture while keeping children
away from their communities.
• Native Americans were being forced to assimilate to a
new “American” way of living by being forced to change
names, religion, language, clothing, and other previous
customs.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (Think about G. R. A. S. P. S.):
Students will take on the role of a Native American
student to successfully write a series a letters found in
a journal that describe the beginning of their
experience transitioning into the new environment at a
boarding school. The letters must demonstrate the
individual’s feelings and concerns during this new
experience.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Other Evidence (e.g., texts, quizzes, prompts, work
samples, observations, self-assessments,
reflections):
 KWL Chart: As a class, students
will discuss what they know about the relationship
between Native Americans and settlers and will then
share what they would like to know about their
relationship over time. Near the end of the unit,
students will add to what they learned about how
Native Americans and settlers engaged in positive
interactions and conflict.
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 Design Topic: Native American Boarding Schools Subject: Social Studies Grade 5 Designer Pamela J. Manzano

Goal:
Your goal is to create journal entries that explain what  Reflections: Students will be asked
you are feeling, thinking and experiencing as you to make observations and reflect on images of Native
transition into your designated boarding school. American children before and after attending boarding
schools
Role:
You are a Native American child who will become one  Quizzes: Students will be quizzed on
of the students at the recently opened boarding school. dates, individuals, and roles within boarding schools
Audience:
 Exit Tickets: Students will write a brief
Your will be writing these journals for your own self.
paragraph that explains the Trail of Tears.
Situation:
 Observations: Students will be
You have been told that in just a few days you will be
observed as they have discussions about the events
picked up by a caravan that will transfer young Native that took place during Boarding School Era
American children, like yourself, to boarding schools
many miles away from your reservation. You have
never been away you’re your home but you find
yourself forced to travel with many children from other
reservations and are taken to a large institution. You
decided that you will write your experiences in your
personal journal from the day you were notified about
this change.

Produce, Performance and Purpose:

You will produce a series of journal entries that will
represent the emotions a child is expected to be
experiencing in the situation you find yourself. You will
include events and characters that we have learned
about throughout the unit (e.g. Richard Henry Pratt,
and staff at the boarding school).

Standards and Criteria for Success:

Your journal entries will include elaborate descriptions
of what you witness, what you are feeling, and what
you wish would be different. There will be more than 5
entries that vary in dates and settings.

Key Criteria (e.g., rubric for Performance Task):

Refer to attached rubric.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

1. Key Terms: Diversity, Assimilation, Integration: Students will discuss what they believe the key terms
mean and will be given their definitions
2. KWL Chart: We will complete a chart about what we know, want to know about Native Americans

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Native American Boarding Schools Subject: Social Studies Grade 5 Designer Pamela J. Manzano

3. Objectives and Standards: Students will be informed of the objectives and standards that will be covered
throughout the unit.
4. Trail of Tears: Students will learn about the history of the trail of tears
5. Kahoot: Students will have a large group quiz (multiple choice) about the Trail of Tears
6. Carlisle Boarding Schools and Tom Torlino Images: Students will analyze before and after images
7. Reflections: Students will be asked to make observations and reflect on images presented to them
8. History Lesson Plan: This history lesson plan will offer students the opportunity to learn the background of
Native American boarding schools- when they occurred and what the goal was
9. Exit Ticket: Students will be asked to write three main points they learned today as they exit the
classroom
10. U.S. States Quiz: knowledge check on where the 50 states are located on the map
11. Reservations: Using images, students will learn about Native American reservations across the United
States
12. Art Lesson Plan, Day 1: Students will learn about the meaning of totem poles for some Native American
communities
13. Art Lesson Plan, Day 2: Students will review lesson from previous day and create their own totem pole
section to then combine it with group members
14. Excerpt: The American Missionary: Students will read a primary text about Carlisle
15. Written Text Relfection: Students will respond to the excerpt
16. Read Cheyenne Again: Teacher and students will read the story of a young Cheyenne Boy who
discusses his feelings about being forced to assimilate into a new way of living
17. Descriptive Writing: Students will analyze the short book to find descriptive elements in writing
18. KWL Chart: We will Follow up with previous chart to add about what we have learned about Native
Americans
19. Compare and Contrast: In what ways are schools similar and different now and then
20. Performance Task- Introduction, Day 1: Students will be given instructions for the assignment
21. Performance Task- Workshop, Day 2: Students will be given time to work on their journal entries in class
22. Performance Task- Due: Students will submit their performance task
23. Kahoot: Students will have a large group quiz (multiple choice) about boarding schools in which they get
to respond from their own laptop (class is given the correct answer 25 seconds after the question is
given), teacher may obtain the results of the quiz to assess understanding

Stage 3--Learning Matrix

Monday Thursday Friday

 Key Terms:  Objectives and  Kahoot: Students

Week 1 Diversity, Assimilation,
Integration: Students will
discuss what they believe
the key terms mean and
will be given their
definitions
 KWL Chart: We
will complete a chart
about what we know,
want to know about
Native Americans
Standards: Students will
be informed of the
objectives and standards
that will be covered
throughout the unit.
 Trail of Tears:
Students will learn about
the history of the Trail of
Tears
will have a large group
quiz (multiple choice)
about the Trail of Tears
 Carlisle Boarding
Schools and Tom Torlino
Images: Students will
analyze before and after
images
 Reflections:

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Native American Boarding Schools Subject: Social Studies
 History Lesson
Week 2 Plan: This history lesson
plan will offer students the
opportunity to learn the
background of Native
American boarding
schools
 Exit Ticket:
Students will be asked to
write three main points
they learned today as
they exit the classroom
 Art Lesson Plan,
Week 3
Day 2: Students will
review and create their
own totem pole section to
then combine it with group
members
 Performance
Week 4 Task- Introduction, Day 1:
Students will be given
instructions for the
assignment
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Grade 5 Designer Pamela J. Manzano
 U.S. States Quiz:
knowledge check on
where the 50 states are
located on the map
 Reservations:
Using images, students
will learn about Native
American reservations
across the United States
 Excerpt: The
American Missionary:
Students will read a
primary text about Carlisle
 Written Text
Relfection: Students will
respond to the excerpt
 Performance
Task- Workshop, Day 2:
Students will be given
time to work on their
journal entries in class
Students will be asked to
make observations and
reflect on images
presented to them
 Art Lesson Plan,
Day 1: Students will learn
about the meaning of
totem poles for some
Native American
communities
 Read Cheyenne
Again: Teacher and
students will read the
story of a young
Cheyenne Boy who
discusses his feelings
about being forced to
assimilate into a new way
of living
 Descriptive
Writing: Students will
analyze the short book to
find descriptive elements
in writing
 KWL Chart: We
will Follow up with
previous chart to add
about what we have
learned about Native
Americans
 Performance
Task- Due: Students will
submit their performance
task
 Kahoot: Students
will have a large group
quiz (multiple choice)
about boarding schools
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